11.4 Conclusions and Caveats

Because what and how a teacher chooses to assess has such a profound effect on what and how students learn, I believe it’s essential to get assessment ‘right’ – to ensure that assessment practices reliably support intended learning so that valid interpretations of students’ learning achievement can be made. Time and again I’ve seen the positive impact on teaching development and subsequently on learning achievement when instructors and students better understand the structure of assessment, its purposes and its power. It certainly isn’t necessary to use ICE to engage in assessment-focused educational development. What is necessary is ensuring an alignment between one’s conceptions of teaching and learning and the model one adopts to practice. Intentionality is key.